PBIS and Student Discipline
Report to the BOE
January 5, 2010
Donald Owen
Assistant Superintendent for Curriculum and
Instruction
Overview of Presentation
• District Collaborative Leadership Committee
– Structure of Leadership Working Groups
– Tertiary Replication Project
• Discipline Data:
– Types and Purpose of Data
– Overview of District Discipline Data
– Activities to improve school climate
Mission of District Leadership Committee
We will help all students by creating a multitiered, blended model of integration and support
for academic, social, and emotional learning,
and by working together through a data-based,
problem-solving process. We will work with
families and community partners to help us build
and create a positive culture for learning.
Blending Academic (RtI) and
Behavioral (PBIS) Frameworks
Structure for District Leadership Committee
District Leadership
Committee
Data and Needs
Assessment
Working Group
Collaborative
Framework
Working Group
School/
Community/
Family Working
Group
Tier II/Tier III
Working Group
PBIS Tertiary Replication Project
• PBIS – Positive Behavior Interventions and Supports (a
framework for helping schools and districts create positive
climates through data based decisions)
• Tertiary Project – Providing supports and interventions for
the students with the most complex behavioral needs.
• USD116 as a Tertiary Replication Site:
– King, Prairie, and Leal are participating this year in additional
training to increase supports for Tier II and Tier III students
– District is collaborating with wide network of Community
Partners to share information and ideas to help support
students and families
– Goal is to expand and strengthen PBIS/RtI Collaborative model
and Community Partnerships across the district over the next
three years
Looking at Data
• Three levels of Data:
– Strategic: Big picture – BOE, ISBE
– Tactical: School/District Improvement Planning
– Operational: Building/Teacher level that can inform
practice
• District Leadership Data Working Group will
create guidelines about reporting of data to help
support use of data at all three of these levels
• District Administration is actively pursuing new
tools and technologies to help strengthen
operational data
Discipline Data
• State implemented new reporting procedures in
fall of 2009 that require that district report all In
and Out of School Suspensions by student to
ISBE’s Student Information System (SIS)
• District has been working with Skyward to
improve discipline reporting on the Tactical and
Operational levels of data.
• In fall of 2009, all elementary schools began using
SWIS (swis.org) to track discipline data to provide
more Operational data for principals and teachers
Discipline Data Continued
• The Strategic Data is presented as a
percentage (%) of enrollment by building or
district because it provides a more accurate
view of building climate than raw numbers
• District administration looks at both Strategic
and Tactical data to provide support, training,
and interventions where needed
Percentage of Students Who Received
1 or More OSS by Year by Elementary
10.0
9.0
8.0
7.0
6.0
2006-2007
2007-2008
5.0
2008-2009
4.0
2009-2010 Projected
3.0
2.0
1.0
0.0
King
Leal
Prairie
Thomas Paine
Wiley
Yankee Ridge
Percentage of Students Who Received
1 or More OSS by Year by Secondary
25.0
20.0
15.0
2006-2007
2007-2008
2008-2009
10.0
2009-2010 Projected
5.0
0.0
UMS
UHS
District Percentage of Students who have Received ISS & or
OSS by Race Compared to Enrollment by Race as reported to
ISBE for 2008-2009
100
90
80
70
60
50
% of District Enrollment
40
% of ISS & OSS
30
20
10
0
American
Asian/Pacific
Indian or
Islander
Alaska Native
Black or
African
American
Hispanic
Multiracial
White
Number of Students Brought to BOE for Expulsion Hearings by
School Year
(All expulsions were stayed)
14
12
10
8
2006-2007
2007-2008
6
2008-2009
4
2
0
Total
M
F
Black
White
Elemntary UMS
UHS
Examples of SWIS Reports
Operational Data
Examples of SWIS Reports
Operational Data
Examples of SWIS Reports
Operational Data
Examples of SWIS Reports
Operational Data
Supports and Next Steps
• District and building leaders use Tactical and
Operational data for District/School Improvement
Planning and continuous improvement and
intervention decisions
– Collaborating with Safe Schools Alliance and UIUC
experts, Dorothy Espelage and Philip Rodkin, for
professional development about reducing bullying
– Participating in the IL-PBIS Network to improve
climate and system practices
– Focus of district wide professional development is
school climate and instructional supports
Supports and Next Steps
• District Administration is supporting new data tools
– SWIS
– Student achievement data warehouse
• District Leadership Committee will
recommend guidelines for data use and
reporting